High Leverage Teaching Practice

I learned that the assessments given to the students are important and should be done in a very organized manner. It was overwhelming giving all the assessments at once but it was comforting being able to have a partner. It raises the concern on how hectic it might be conducting all the assessments in a class full of students. My favorite were the one-to-one tutoring and the guided reading groups because we got to target the students specific needs and see them progress. The one I would really enjoy incorporating into a classroom is the guided reading groups, you get to help several students at once and help them grow as a

Many of the instructional strategies presented by Vacca et al. (2014, pp. 172-197) I had heard of before. That was not the case when it came to ‘Imagine, Elaborate, Predict, and Comfirm (IEPC). This “strategy encourages students to use visual imagery to enhance their comprehension of a text selection”(Vacca et al., 2014, p. 191). Vacca (2014, pp. 191-192) presents a detailed explanation of this strategy along with a sample chart. The chart allowed me to visualize the strategy itself and what it should look like when properly applied. Being a future high school math teacher, I love to apply what I am reading to teaching mathematics, but not I’m not sure I see how this could be applied in my class. I feel that it is a great tool for teacher, but I don’t think that it would work in a high school math

For example, teachers make sure the practice assessments they give out to their students mirror the format of the state assessments. Especially in third grade, where students are taking the test for the first time and have some troubles with filling out bubble sheets and following directions. Across classrooms, teaching practices are aligned to the curriculum and reflect and express set of beliefs about how students learn best through student work products and discussions. In a math lesson, some students worked with the teacher in the front of the room answering a series of tiered questions using large visual representations and some worked with their tables as well. This helps keep students not only engaged but, working together as a team.

In addition to interactive best practice principles comes from both the students and teachers of the classroom. During

Even when learning math, the procedure of how to solve a problem was written out for you in the textbook. All the teachers had to do was explain more in depth what the textbook had said. I am a visual learner, so reading and having lessons based off of the textbook was effective for me. Also, seeing and listening to the teacher expand on the material and then reading that information again after it was taught helped me grasp it even

Describe how you taught this best practice. What pedagogical strategies or tools did you use?

A highly accomplished Professional with a record of success in educating and mentoring Students and Healthcare Personnel. Demonstrate strong teaching methodologies whilst demanding high standards as to ensure superior Patient care. Innovative and detail-orientated individual who is able to consistently achieve outstanding results in demanding environments while building and maintaining strong, loyal relationships with all Stakeholders. Passionate and driven towards success with a unique ability to create, implement, and evaluate. Leverage exceptional interpersonal and communication skills; a strong team player with highly developed sense of understanding coupled with superior ethical work performance

I agree with Courtney and Amanda. I believe that one of the hardest techniques would be Format Matters because I don't always speak in complete sentences. I remember asking my kids from camp simple questions and they wouldn't answer in complete sentences. I didn't think anything of it. It was never really taught to answer a math question or a simple question in a proper way. When my math teacher's would ask me a simple question I would give them the answer, not a full sentence. We weren't trained to speak/write in complete sentences 24/7. That is the reason why I didn't think that answering just with one word wasn't the best. I feel like for certain subjects it would be harder to teach students to speak or write in a complete sentence. Since

Jack Vinson made an interesting statement, “If you aren’t sharing knowledge, you are no different from the guy who files false workers’ compensation insurance claims.” Teachers in all faucets of our world need to provide what is best for the students that are given to them each and every year. However, at times, teachers choose to keep a “secret file” of best teaching practices and resources. Schools are in desperate need of resource providers to locate and analyze what tools and techniques teachers could utilize.

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

Ma interviewed 23 teachers from the United States and 19 out of the 23 or 83% focused on the procedure of subtraction with no context as to why. (pg. 2) When given the problem of 23-17 the majority of teachers stated that the best way to solve the equation was to “borrow” one ten from the tens place and add it to the three in the ones place because you could not subtract a bigger number from a smaller one. By doing so you can then subtract the 7 from the 13. (pg.2)This however, does not show the true meaning of why we are able to do that. It focuses on the procedure itself and does not elaborate to the student what is really going on. (pg. 3) The reason the teacher was not able to go further than this computation was due to lack of content knowledge on the subject. (pg. 3). This however makes it seem like there are really two problems going on when really there is only one. (pg. 4) These misconceptions can in the long run cause more distress on the part of the student who will later be solving problems where they can subtract a larger number from a smaller one. If the previous teacher has instilled a belief that it could not be done, it will frustrate the student to

While student teaching, I planned many small group activities, hands-on science lessons, and math lessons using manipulatives.  I planned for each possible classroom management issue so that I could avoid problems.  For example, when introducing base ten blocks to the first graders, I knew these brand new manipulatives could be a distraction.  To avoid this, I allowed the students to use bellwork time (the first 15 minutes of school) to explore and play with these new math manipulatives.  When the time came for our math lesson that afternoon, I stressed that students had an opportunity to play with the base ten blocks this morning, but now it was time for us to use these as our math tools, not math toys.  Our lesson ended up being a very productive one.

Solid classroom management/community. Have you ever been in a classroom that could “run itself”? It probably belonged to an outstanding teacher. Phenomenal teachers craft a classroom that is a community, where all learners are able to grow in relationships, knowledge, and maturity. Systems are in place to make the classroom run smoothly so that time can be spent on more important things than where to put homework in the morning.

During my observations in her classroom, I observed Reading/Writing and Math lessons. For her Reading/Writing lesson, she discussed cause and effect. She had a couple of examples displayed on the smart board. She read the sentence and called on students to answer specific questions relating to her lesson. Some students were eager to answer and others not so much.

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they